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Evaluation of a Mathematics Professional Development Program With a Focus on a Standards-Based Curriculum

Abstract

This paper presents findings from a year-long Mathematics Science Partnership (MSP) professional development program designed to support the use of a standards-based mathematics curriculum. Data sources include pre- and post-project teachers beliefs about mathematics teaching and learning, teachers enacted instructional practices, and their content knowledge, as well as student achievement on three rounds of curriculum-based assessments. Analyses indicate that teachers either maintained student-centered practices or shifted to student-centered pedagogies. Multi-level analysis indicated that teachers who reported shifting from teacher-centered to student-centered pedagogies had higher student-learning outcomes on round one of assessments. Further, teachers whose beliefs about mathematics learning and mathematics as a subject shifted from transmission (teacher-centered) to discovery/connectionist (student-centered) also had higher student-learning outcomes on round two of assessments.

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